Cross-situational word learning

  • Dal Ben et al. (2019)
  • N papers = 16, N experiments = 50, N participants = 2271
  • Infants and children s abilities to learn words across multiple ambiguous situations.
  • Curator is Rodrigo Dal Ben

Smith, L., & Yu, C. (2008). Infants rapidly learn word-referent mappings via cross-situational statistics. Cognition, 106(3), 1558–1568. https://doi.org/10.1016/j.cognition.2007.06.010

Yu, C., & Smith, L. B. (2011). What you learn is what you see: using eye movements to study infant cross-situational word learning. Developmental Science, 14(2), 165–180. https://doi.org/10.1111/j.1467-7687.2010.00958.x

Scott, R. M., & Fisher, C. (2012). 2.5-Year-olds use cross-situational consistency to learn verbs under referential uncertainty. Cognition, 122(2), 163–180. https://doi.org/10.1016/j.cognition.2011.10.010

Scott, R. M., & Fisher, C. (2012). 2.5-Year-olds use cross-situational consistency to learn verbs under referential uncertainty. Cognition, 122(2), 163–180. https://doi.org/10.1016/j.cognition.2011.10.011

Scott, R. M., & Fisher, C. (2012). 2.5-Year-olds use cross-situational consistency to learn verbs under referential uncertainty. Cognition, 122(2), 163–180. https://doi.org/10.1016/j.cognition.2011.10.012

McGregor, K. K., Rost, G., Arenas, R., Farris-Trimble, A., & Stiles, D. (2013). Children with ASD can use gaze in support of word recognition and learning. Journal of Child Psychology and Psychiatry and Allied Disciplines, 54(7), 745–753. https://doi.org/10.1111/jcpp.12073

Vlach, H. a., & Johnson, S. P. (2013). Memory constraints on infants’ cross-situational statistical learning. Cognition, 127(3), 375–382. https://doi.org/10.1016/j.cognition.2013.02.015

Suanda, S. H., Mugwanya, N., & Namy, L. L. (2014). Cross-situational statistical word learning in young children. Journal of Experimental Child Psychology, 126, 395–411. https://doi.org/10.1016/j.jecp.2014.06.003

Woodard, K., Gleitman, L. R., & Trueswell, J. C. (2016). Two- and Three-Year-Olds Track a Single Meaning During Word Learning: Evidence for Propose-but-Verify. Language Learning and Development, 12(3), 252–261. https://doi.org/10.1080/15475441.2016.1140581

Escudero, P., Mulak, K. E., & Vlach, H. A. (2016). Infants Encode Phonetic Detail during Cross-Situational Word Learning. Frontiers in Psychology, 7(September), 1–11. https://doi.org/10.3389/fpsyg.2016.01419

Bunce, J. P., & Scott, R. M. (2017). Finding meaning in a noisy world: exploring the effects of referential ambiguity and competition on 2·5-year-olds’ cross-situational word learning. Journal of Child Language, 44(3), 650–676. https://doi.org/10.1017/S0305000916000180

Vlach, H. A., & DeBrock, C. A. (2017). Remember dax? Relations between children’s cross-situational word learning, memory, and language abilities. Journal of Memory and Language, 93, 217–230. https://doi.org/10.1016/j.jml.2016.10.001

Filippi, P., Laaha, S., & Fitch, W. T. (2017). Utterance-final position and pitch marking aid word learning in school-age children. Royal Society Open Science, 4(8), 161035. https://doi.org/10.1098/rsos.161035

Fitneva, S. A., & Christiansen, M. H. (2017). Developmental Changes in Cross-Situational Word Learning: The Inverse Effect of Initial Accuracy. Cognitive Science, 41, 141–161. https://doi.org/10.1111/cogs.12322

Hu, C.-F. (2017). Resolving referential ambiguity across ambiguous situations in young foreign language learners. Applied Psycholinguistics, 38(3), 633–656. https://doi.org/10.1017/S0142716416000357

Aravind, A., de Villiers, J., Pace, A., Valentine, H., Golinkoff, R., Hirsh-Pasek, K., … Sweig Wilson, M. (2018). Fast mapping word meanings across trials: Young children forget all but their first guess. Cognition, 177(April), 177–188. https://doi.org/10.1016/j.cognition.2018.04.008

Roembke, T. C., Wiggs, K. K., & McMurray, B. (2018). Symbolic flexibility during unsupervised word learning in children and adults. Journal of Experimental Child Psychology, 175, 17–36. https://doi.org/10.1016/j.jecp.2018.05.016

Ramscar, M., Dye, M., & Klein, J. (2013). Children Value Informativity Over Logic in Word Learning. Psychological Science, 24(6), 1017–1023. https://doi.org/10.1177/0956797612460691

Smith, L. B., & Yu, C. (2013). Visual Attention Is Not Enough: Individual Differences in Statistical Word-Referent Learning in Infants. Language Learning and Development, 9(1), 25–49. https://doi.org/10.1080/15475441.2012.707104

Infants and children s abilities to learn words across multiple ambiguous situations.

Search strategy: database search, and seeded with Yu & Smith (2007)

Systematic: yes